Topic : Tracing Family Origins

Prescribed Learning Outcomes:

Communicating

It is expected that students will:

• communicate information about preferences and interests with brief and simple messages
• ask and respond to basic questions, largely based on memorized repertoire
• follow classroom instructions given in ASL

Acquiring Information

It is expected that students will:

• extract specific information from age-appropriate ASL resources in order to complete authentic tasks
• convey acquired information expressively and visually

Overview

• presentations
• learning log responses
• individual conferences

Planning for Assessment and Evaluation

• The teacher modelled a family tree diagram and recorded appropriate vocabulary in a sign "word bank." Each student completed a family tree diagram for herself or himself (or a fictional character) and practised using the sign vocabulary to describe the tree to a partner. The Meet the Bravo Family video provided opportunities for students to review family name signs and acquire signs for typical family interactions.

• Students each interviewed family members to gather information about their preferences in food, television programs, colours, and recreational activities. Students practised the ASL vocabulary from their interviews with partners. Bingo games and card games reinforced the vocabulary.

• Students were each invited to prepare a one-minute presentation to introduce self and family (or fictional character and family) to the class. The presentation was supported by a poster and/or the family tree diagram, depicting at least four family members related to the student in a different way.

• As a class, students discussed various sports, hobbies, and interests. New vocabulary was taught and reviewed. Vocabulary was added to the sign bank. Students individually learned the signs for their favourite sports, hobbies, and activities.

• Students prepared individual checklists that showed the names of five students in the class and a variety of sports, hobbies and interests. Students then interviewed one another in ASL and recorded responses (check marks and crosses) under those sports, hobbies, and interests that peers liked or disliked.

• In groups of four to six, students brainstormed lists of favourite TV programs. After researching vocabulary to name and describe their lists in ASL, the groups presented their findings to the class in a panel format.

• After the teacher modelled describing a route, each student created a rough map of the routes her or his family commonly take to school, work, and shopping. Students then used ASL to describe their routes to partners.

• In their learning logs, students reflected on what they had learned under the following headings:
  • Things I Learned About Members of My Family
  • Things I Learned About My Classmates
  • Something That Surprised Me
  • Things I'd Like to Know More About
  • New Places I Can Now Locate

Defining the Criteria

Presentation

To what extent do students:

• correctly use the structures and frames provided
• provide approximate ASL productions (most signs can be understood with some effort)
• use appropriate facial expressions and non-manual signals
• use mime, gesture, and props to convey meaning
• attempt to self-correct
• watch other students attentively

Learning Log

To what extent do the entries demonstrate:

• evidence of awareness of new information about themselves, their families, and their classmates
• knowledge of signs used in ASL to describe these

Assessing and Evaluating Student Performance

Presentation

Communication of meaning was the most important consideration in assessing students' presentations.

Learning Log

Students knew in advance that their learning logs would be evaluated for evidence of awareness of new information about themselves, their families, and their classmates and for knowledge of ASL signs used to describe these. For each learning log, the teacher wrote a brief comment to the student.

Conferences

The teacher selected some students for individual conferences on their work in this unit.

Presentation

Rating	Criteria
Outstanding	Presents the information on the poster and/or family tree diagram, typically using carefully rehearsed expressions and structures. Clearly makes an attempt to use ASL, and the result is comprehensible without much effort on the part of the audience. Facial expressions and non-manual signals are appropriate. Shows awareness of his or her signing and attempts to self-correct.
Good	Explains the information on the poster/family tree diagram in ASL, possibly including an introductory or concluding phrase (e.g., [point] MY FAMILY). Most parts are easily understood given the context. Pauses frequently and may restart in the case of a blatent production error. May ask for confirmation after a particularly challenging sign or phrase.
Satisfactory	Explains the information on the poster/family tree diagram and attempts to provide accurate ASL production of patterns that havebeen practised in class. The result tends to mix ASL production with English word order but is comprehensible with some effort on the part of the audience (the teacher may understand easily; students may have a great deal of difficulty). Pauses frequently and tends to focus on individual signs.
Requirements Not Met	May be incomplete, inappropriate, or incomprehensible

Learning Log

Rating	Criteria
Detailed	Response is detailed and shows evidence of some reflection. Moving toward thorough understanding.
Aware	Shows awareness and interest. Tends to focus on obvious aspects and may not include much detail.
Partial	Responses are relevent but tend to be brief and are often vague. Tyically not elaborated-little detail

Conference Report

Student Name:_______________________________________________
Unit:_______________________________________________________

Prompts	Teacher News
How did you feel about your participation in this activity?
What do you think about_________________________?
How do you think your partner/group feels about you?
Did you have any new thoughts when_______________?
How did you go about___________________________?
Tell me about another way of doing_________________.
What would happen if____________________________?
Why did you___________________________________?
What did or did not work?
Tell me what you learned from_____________________.
What else would you like to know?
Is there naything else that you would like to change?
How well do you tink you've done?
Tell me how or where you might use_______________.
What communication skills were taught or learned?

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